{"id":832,"date":"2022-03-03T22:43:56","date_gmt":"2022-03-03T22:43:56","guid":{"rendered":"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/?page_id=832"},"modified":"2022-11-02T08:03:11","modified_gmt":"2022-11-02T15:03:11","slug":"assessment-strategies-equitable-grading-practices","status":"publish","type":"page","link":"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/assessment-strategies-equitable-grading-practices\/","title":{"rendered":"Assessment Strategies &amp; Equitable Grading Practices"},"content":{"rendered":"\n<a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/teaching-toolkit\/ceils-aspire-to-equity-justice-teaching-guides\/\" class=\"button primary is-shade lowercase\"  >\n\t\t<span>Return to All Teaching Guides<\/span>\n\t<\/a>\n\n\n\n  <div class=\"banner has-hover\" id=\"banner-1636648232\">\n          <div class=\"banner-inner fill\">\n        <div class=\"banner-bg fill\" >\n                                    <div class=\"overlay\"><\/div>            \n                    <\/div>\n\t\t\n        <div class=\"banner-layers container\">\n            <div class=\"fill banner-link\"><\/div>            \n\n   <div id=\"text-box-182114565\" class=\"text-box banner-layer x50 md-x50 lg-x50 y50 md-y50 lg-y50 res-text\">\n                                <div class=\"text-box-content text \">\n              \n              <div class=\"text-inner text-center\">\n                  \n\n\t<div id=\"text-356603853\" class=\"text\">\n\t\t\n\n<h3><strong>CEILS Teaching Guide:&nbsp;<\/strong><\/h3>\n<h3><strong>Assessment Strategies &amp; Equitable Grading Practices&nbsp;<\/strong><\/h3>\n\t\t\n<style>\n#text-356603853 {\n  color: rgb(255, 255, 255);\n}\n#text-356603853 > * {\n  color: rgb(255, 255, 255);\n}\n<\/style>\n\t<\/div>\n\t\n\n              <\/div>\n           <\/div>\n                            \n<style>\n#text-box-182114565 {\n  width: 60%;\n}\n#text-box-182114565 .text-box-content {\n  font-size: 100%;\n}\n@media (min-width:550px) {\n  #text-box-182114565 {\n    width: 40%;\n  }\n}\n<\/style>\n    <\/div>\n \n\n        <\/div>\n      <\/div>\n\n            \n<style>\n#banner-1636648232 {\n  padding-top: 200px;\n}\n#banner-1636648232 .overlay {\n  background-color: rgba(255, 255, 255, 0.49);\n}\n#banner-1636648232 .banner-bg img {\n  object-position: 26% 17%;\n}\n<\/style>\n  <\/div>\n\n\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >WHY IS THIS IMPORTANT?<\/span><b><\/b><\/h3><\/div>\n\n\n\t<section class=\"section\" id=\"section_1650096506\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-color:rgb(235, 235, 235);border-width:1px 0px 0px 0px;\">\n\t<\/div>\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"row align-center\"  id=\"row-1603800734\">\n\n\n\t<div id=\"col-1728788086\" class=\"col medium-11 small-12 large-11\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n\n\t\t<div class=\"icon-box featured-box icon-box-top text-left\"  style=\"margin:px px px px;\">\n\t\t\t\t<div class=\"icon-box-text last-reset\">\n\t\t\t\t\t\t\t\t\t\n\n<p><strong>How will you assess student learning throughout the quarter (\u201cformative assessment\u201d) and at the end (\u201csummative assessment\u201d)?<\/strong><\/p>\n<p>The purpose of an assessment is to provide an opportunity for the student to evidence that they have learned what they were supposed to. Using <em><strong>formative assessment<\/strong><\/em> means that over time they have the opportunity to first make mistakes and then learn from those mistakes. This is more aligned with a \u201cmastery\u201d approach \u2013 basically designing assessments so students eventually will master the competency.\u00a0 A <em><strong>summative assessment<\/strong><\/em> is one where you are looking back at what they should have learned, assessing them on it, and then moving on to something new. Formative assessments are generally used more frequently in low-stakes ways, while summative assessments are generally less frequent and a way to end a unit or course (e.g. a final exam or project).<\/p>\n<div class=\"is-divider divider clearfix\" ><\/div>\n\n<div class=\"row\"  id=\"row-612791171\">\n\n\n\t<div id=\"col-708926642\" class=\"col medium-4 small-12 large-4\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<div class=\"flex_column av-cuj2dx-072785de3a5a7b55b681fb06aa921132 av_three_fifth  avia-builder-el-2  el_after_av_heading  el_before_av_two_fifth  first flex_column_div av-zero-column-padding \">\n<section class=\"av_textblock_section \">\n<div class=\"avia_textblock  \">\n<p>INTRODUCTION TO ASSESSMENT AND FEEDBACK: In the following video from the CIRTL online course \u201cIntroduction to STEM Teaching\u201d,&nbsp; Dr. Angela Little from the University of California Berkeley and a group of graduate students from the University of Colorado Boulder discuss their experiences with useful vs unhelpful feedback, describing the importance of frequent feedback to students from peers and instructors. To view the full module with additional information about assessment, <strong><a href=\"http:\/\/stemteachingcourse.org\/course-content\/course-content-2\/module-4-assessment\/\" target=\"_blank\" rel=\"noopener\">click here<\/a><\/strong>.<\/p>\n<\/div>\n<\/section>\n<\/div>\n<div class=\"flex_column av-11b2f9-26b4fe20a610b43b85cdf40cd51c4e1c av_two_fifth  avia-builder-el-4  el_after_av_three_fifth  el_before_av_hr  flex_column_div av-zero-column-padding \">\n<div class=\"avia-video avia-video-16-9   av-lazyload-immediate  av-lazyload-video-embed  \" data-original_url=\"https:\/\/youtu.be\/T1huHXCgKy8\">&nbsp;<\/div>\n<\/div>\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-1548805709\" class=\"col medium-8 small-12 large-8\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<div class=\"video video-fit mb\" style=\"padding-top:56.25%;\"><iframe loading=\"lazy\" title=\"Introduction to Assessment and Feedback\" width=\"1020\" height=\"574\" src=\"https:\/\/www.youtube.com\/embed\/T1huHXCgKy8?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n<p><strong>Resource: <\/strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/wp-content\/uploads\/sites\/2\/2016\/08\/Fink-Self-Directed-Guide-to-Designing-Courses-for-Significant-Learning.pdf\">Fink, L. Dee \u201cA Self-Directed Guide to Designing Courses for Significant Learning<\/a>: This workbook style guide will walk you through the different elements of backwards course design, including designing for assessment of student learning.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1650096506 {\n  padding-top: 27px;\n  padding-bottom: 27px;\n  background-color: rgb(245, 245, 245);\n}\n<\/style>\n\t<\/section>\n\t\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >How to implement this successfully<\/span><b><\/b><\/h3><\/div>\n\n<p><span style=\"font-weight: 400\">CEILS worked with a cross-campus committee at UCLA to create a document outlining ideas for adjusting your assessments to make them more inclusive, effective and authentic; this includes key lessons learned from remote teaching.&nbsp;<\/span><\/p>\n<p><span style=\"font-size: 130%;color: #0000ff\"><strong><a style=\"color: #0000ff\" href=\"https:\/\/docs.google.com\/document\/d\/1voiXHYACv7bQzL4ccUzIJcXaAnQRk8uwE6wuw-Ym50g\/edit\">Click here to view the UCLA document: &#8220;Ideas and Recommendations for Alternative + Remote Assessments&#8221;<\/a><\/strong><\/span><\/p>\n<p><span style=\"font-weight: 400\">It begins with a&nbsp;<\/span><b>table summarizing the alternatives to high-stakes exams<\/b><span style=\"font-weight: 400\">, including key considerations to make assessments more equitable and effective; almost all of these can be done remotely.&nbsp;<\/span><\/p>\n<p style=\"text-align: center\">&nbsp;<\/p>\n<div class=\"row\"  id=\"row-1704615762\">\n\n\n\t<div id=\"col-126279340\" class=\"col medium-6 small-12 large-6\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h3>More effective and equitable assessments<\/h3>\n\n\t<section class=\"section dark\" id=\"section_1083685870\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-2248318206\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2248318206-label\" class=\"accordion-title plain\" href=\"#accordion-item-ways-to-integrate-formative-(e.g.-low-stakes,-frequent)-assessment\" aria-expanded=\"false\" aria-controls=\"accordion-2248318206-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Ways to integrate formative (e.g. low stakes, frequent) assessment<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2248318206-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2248318206-label\" >\n\t\t\t\n\n<ul>\n<li><strong>Integrate <a href=\"https:\/\/docs.google.com\/document\/d\/15XYe4uVV6u1iwZ_mxoIFSVesepifNMpll3FvW2kFaz4\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\">active learning techniques (click here)<\/a> during lecture, discussion and lab.<\/strong><\/li>\n<li><strong>Have drafts due throughout the quarter<\/strong><\/li>\n<li><strong>Have students grade one another\u2019s work using structured, rubric-based protocols<\/strong>\n<ul>\n<li>CCLE has a \u201c<a href=\"https:\/\/docs.ccle.ucla.edu\/w\/Workshop\">Workshop<\/a>\u201d assignment, in which each student submission can automatically be assigned to a few other students to grade based on a rubric. The students who are assigning the grade get more points for assigning similar grades to the same work (i.e. there is a reward for grading carefully).<\/li>\n<li>Use <a href=\"http:\/\/cpr.molsci.ucla.edu\/Home.aspx\">Calibrated Peer Review<\/a> to help students learn not only how to grade one another, but what good examples look like.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1882487381\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1882487381-label\" class=\"accordion-title plain\" href=\"#accordion-item-why-grading-on-a-curve-is-considered-less-equitable,-and-what-you-can-do-instead\" aria-expanded=\"false\" aria-controls=\"accordion-1882487381-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Why grading on a curve is considered less equitable, and what you can do instead<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1882487381-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1882487381-label\" >\n\t\t\t\n\n<p><a href=\"https:\/\/pubs.acs.org\/doi\/10.1021\/acs.jchemed.1c00369\" target=\"_blank\" rel=\"noopener\"><span class=\"gmail_default\">\u200b<\/span><span style=\"text-decoration: underline\"><strong>Grading on a Curve as a Systemic Issue of Equity in Chemistry Education<\/strong><\/span> (2022)<\/a> &#8211; Challenges multiple popular arguments for curving.<\/p>\n<p><strong>UCLA Report to the EVC: <\/strong><span style=\"text-decoration: underline\"><strong><a href=\"https:\/\/wscuc.ucla.edu\/wp-content\/uploads\/2019\/01\/C5_16_Report_Enhancing_Student_Success-Building_Inclusive_Classrooms_at_UCLA_December_2015.pdf\" target=\"_blank\" rel=\"noopener\">Enhancing Student Success and Building Inclusive Classrooms at UCLA: Report to the Executive Vice Chancellor and Provost (2015) <\/a><\/strong><\/span>&nbsp;(see pages 29-34) &#8211; Discusses how, at UCLA, norm-referenced grading (\u201ccurving\u201d) is associated with greater disparities between underrepresented\/first-gen\/pell grant students and majority students.<\/p>\n<p><strong>UCLA Engineering:<\/strong>&nbsp;In October 2018, the Associate Dean of UCLA\u2019s School of Engineering issued a&nbsp;<strong><span style=\"text-decoration: underline\"><a href=\"https:\/\/drive.google.com\/file\/d\/1I_k5TaD8h9VEbmrUOdzOTikqL1JIE5sR\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">memorandum with guidance on assessment and grading<\/a><\/span>.<\/strong> In particular, pages 5-7 provide reasoning for using \u201ccriterion-referenced\u201d grading (assigning grading based on mastery rather than curving), guidance on course design, and why and how to clearly state the grading policy in the syllabus.<\/p>\n<p><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/1P.10-NYT_Why-We-Should-Stop-Grading-Students-on-a-Curve-The-New-York-Times.pdf\">NY Times Op-Ed (2015): <\/a><span style=\"text-decoration: underline\"><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/1P.10-NYT_Why-We-Should-Stop-Grading-Students-on-a-Curve-The-New-York-Times.pdf\">Why We Should Stop Grading on a Curve<\/a><\/strong><\/span><\/p>\n<p><strong><a href=\"https:\/\/www.heri.ucla.edu\/nih\/downloads\/ASHE2014-Competition-in-Introductory-STEM-Courses.pdf\"><span style=\"text-decoration: underline\">Driving Up or Dialing Down Competition in Introductory STEM Courses: Individual and Classroom Level Factors. (2014)<\/span><\/a><\/strong>: Research finding norm-referenced grading associated with higher student perceptions of competition;&nbsp;Faculty can \u201cdial down\u201d competitiveness by structuring collaboration into courses.<\/p>\n<p><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/1P.3-Schinske-and-Tanner-2014_Teaching-more-by-grading-less-or-differently.pdf\">Schinske and Tanner: <span style=\"text-decoration: underline\">Teaching more by grading less or differently<\/span><\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/All_Rubrics_001.pdf\"><span style=\"text-decoration: underline\">VALUE Rubrics<\/span><\/a><\/strong>: These AAC&amp;U rubrics include detailed language for describing and assessing skills, such as critical thinking, problem solving, and quantitative literacy. Adapting such rubrics can help you build better assignments, while being more clear about the skills you want your students to develop and demonstrate.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-438849528\" class=\"accordion-item\">\n\t\t<a id=\"accordion-438849528-label\" class=\"accordion-title plain\" href=\"#accordion-item-how-to-align-your-assessments-with-your-other-course-materials-and-activities\" aria-expanded=\"false\" aria-controls=\"accordion-438849528-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>How to align your assessments with your other course materials and activities<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-438849528-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-438849528-label\" >\n\t\t\t\n\n<p><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/02\/Fink-Self-Directed-Guide-to-Designing-Courses-for-Significant-Learning.pdf\">Fink, L. Dee \u201cA Self-Directed Guide to Designing Courses for Significant Learning:<\/a>&nbsp;This workbook style guide will walk you through the different elements of backwards course design, including designing for assessment of student learning.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1083685870 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: #2774ae;\n}\n<\/style>\n\t<\/section>\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-1960157066\" class=\"col medium-6 small-12 large-6\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h3>Use &#8220;exam wrapper&#8221; to enhance study skills<\/h3>\n\n\t<section class=\"section dark\" id=\"section_1716876444\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-4203642572\" class=\"accordion-item\">\n\t\t<a id=\"accordion-4203642572-label\" class=\"accordion-title plain\" href=\"#accordion-item-what-is-an-exam-wrapper?\" aria-expanded=\"false\" aria-controls=\"accordion-4203642572-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>What is an Exam Wrapper?<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-4203642572-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-4203642572-label\" >\n\t\t\t\n\n<p>\u201cAll too often when students receive back a graded exam, they focus on a single feature \u2013 the score they earned. Although this focus on \u2018the grade\u2019 is understandable, it can lead students to miss out on several learning opportunities that such an assessment can provide.\u201d (<a href=\"https:\/\/www.wiley.com\/en-us\/How+Learning+Works%3A+Seven+Research+Based+Principles+for+Smart+Teaching-p-9780470484104\" target=\"_blank\" rel=\"noopener\">Ambrose et al,&nbsp;<em>How Learning Works<\/em>,&nbsp;2010<\/a>)<\/p>\n<p>Exam wrappers are post-exam assignments that help students metacognitively reflect on what they can learn from a graded exam, including the following sets of skills (<a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/<\/a>):<\/p>\n<ol>\n<li>identify their own individual areas of strength and weakness to guide further study;<\/li>\n<li>reflect on the adequacy of their preparation time and the appropriateness of their study strategies; and<\/li>\n<li>characterize the nature of their errors to find any recurring patterns that could be addressed.<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-3463982631\" class=\"accordion-item\">\n\t\t<a id=\"accordion-3463982631-label\" class=\"accordion-title plain\" href=\"#accordion-item-examples-from-physics,-biology,-chemistry,-and-math\" aria-expanded=\"false\" aria-controls=\"accordion-3463982631-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Examples from physics, biology, chemistry, and math<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-3463982631-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-3463982631-label\" >\n\t\t\t\n\n<p>Here are sample exam wrappers provided by Carnegie Mellon\u2019s Eberly Center:<\/p>\n<ul>\n<li>The Physics exam wrapper was completed by students during recitation when the first exam was turned back to students. Papers were collected at the end of class, reviewed by the instructor, and then returned to students just before the next exam, as a reminder of their self-discoveries from a few weeks prior.\n<ul>\n<li><a title=\"Physics exam wrapper\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/examwrappers-docs\/PhysicsExamWrapper.pdf\">Physics exam wrapper (pdf)<br \/><\/a><\/li>\n<li><a title=\"Physics homework wrapper\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/examwrappers-docs\/PhysicsHwkWrapper.pdf\">Physics homework wrapper (pdf)<\/a><\/li>\n<\/ul>\n<\/li>\n<li>The Biology exam wrapper was given to students during lecture on the day when the first exam was turned back.\n<ul>\n<li><a title=\"Biology exam wrapper\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/examwrappers-docs\/BioexamWrapper.pdf\">Biology exam wrapper (pdf)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>More examples:\n<ul>\n<li><a title=\"Chemistry exam wrapper\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/examwrappers-docs\/chemexamwrapper.pdf\">Chemistry exam wrapper (pdf)<\/a><\/li>\n<li><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/examwrappers-docs\/ChemHwkWrapper.pdf\">Chemistry homework wrapper (pdf)<\/a><\/li>\n<li><a title=\"Math exam wrappers\" href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/teach\/examwrappers\/examwrappers-docs\/MathExamWrapper.pdf\">Math exam wrapper (pdf)<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1029349840\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1029349840-label\" class=\"accordion-title plain\" href=\"#accordion-item-exam-wrapper-google-doc-for-you-to-copy-and-adapt\" aria-expanded=\"false\" aria-controls=\"accordion-1029349840-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Exam wrapper google doc for you to copy and adapt<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1029349840-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1029349840-label\" >\n\t\t\t\n\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1scuxH3BP_iwyvO3IoiI_Fg_yXwF6u7pV8YpiGV7ckUY\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\"><strong>Click here to access an Exam Wrapper google doc<\/strong><\/a> that you can copy and edit for your class. <em>(Be sure to check out the other examples above to see if any components are more relevant to your course.)<\/em><\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1716876444 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: #2774ae;\n}\n<\/style>\n\t<\/section>\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n<div class=\"row\"  id=\"row-1978811016\">\n\n\n\t<div id=\"col-1044574488\" class=\"col medium-6 small-12 large-6\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h3>Using Rubrics to be more transparent and equitable<\/h3>\n\n\t<section class=\"section dark\" id=\"section_201773304\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-1910532973\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1910532973-label\" class=\"accordion-title plain\" href=\"#accordion-item-examples-of-rubrics\" aria-expanded=\"false\" aria-controls=\"accordion-1910532973-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Examples of Rubrics<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1910532973-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1910532973-label\" >\n\t\t\t\n\n<p>We at CEILS have<strong><a href=\"https:\/\/docs.google.com\/document\/d\/1QeYr3nwbeH5RSdtyHrYkkfmqPb53yDHhqn4LUbx6W_I\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener\"> collected some of our favorite resources on why and how to use rubrics, with many examples \u2013 click here<\/a><\/strong>.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2647468230\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2647468230-label\" class=\"accordion-title plain\" href=\"#accordion-item-gradescope--a-rubric-based-grading-tool-that-improves-consistency-(and-tas-love-it)\" aria-expanded=\"false\" aria-controls=\"accordion-2647468230-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Gradescope- a rubric-based grading tool that improves consistency (and TAs love it)<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2647468230-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2647468230-label\" >\n\t\t\t\n\n<p>There are online grading platforms that allow instructors and TAs to score assignments with open-response questions including exams and homework problems.&nbsp; UCLA now has a licensing agreement with Gradescope (<a href=\"http:\/\/www.gradescope.com\/\">www.gradescope.com<\/a>) for their online grading tool, which can be incorporated into CCLE course sites.<\/p>\n<hr>\n<p><strong>Why use Gradescope?<\/strong><\/p>\n<p><strong><em>Benefits to instructors and TAs:<\/em><\/strong><\/p>\n<ul>\n<li>Rubric-based scoring system allows for more <em>consistent<\/em> and <em>fair<\/em> grading<\/li>\n<li>Choice of using a positive (points added for correct answers) or negative (points taken away for wrong answers) rubric.\n<ul>\n<li>Positive scoring rubrics <em>reward students<\/em> for their achievements and sets a positive tone in a classroom \u2013 one that is focused on what students are doing right, rather than what students are doing wrong.<\/li>\n<\/ul>\n<\/li>\n<li><em>Streamlines<\/em> the grading process, achieving greater grading efficiencies in large-enrollment courses\n<ul>\n<li>TAs can <em>replicate<\/em> the same feedback to multiple students without having to re-write the same comments over and over again (a very time-intensive effort)<\/li>\n<li>Changes to scores get propagated to all assignments, so TAs <em>save time<\/em> because they do not have to regrade questions<\/li>\n<\/ul>\n<\/li>\n<li>Electronic grading provides <em>flexibility <\/em>because instructors and TAs can grade assignments from anywhere (home, a caf\u00e9, their lab, their office)<\/li>\n<li><em>Academic integrity<\/em> issues mediated with repository of electronic, scanned copies of every student\u2019s exam or assignment<\/li>\n<li>Tracks and reports <em>analytics<\/em> giving instructors and TAs substantially more feedback on student mastery of concepts and skills<\/li>\n<li>Great <em>online<\/em> <em>documentation<\/em> with instructions (including video tutorials), suggestions and short-cuts<\/li>\n<\/ul>\n<p><strong><em>Benefits to students:<\/em><\/strong><\/p>\n<ul>\n<li><em>Transparency<\/em> in points breakdown (partial credit) for the score a student receives on a question because the points assigned are linked to comments explaining what was done correctly or incorrectly<\/li>\n<li>Students receive <em>more feedback<\/em> from TAs grading their assignments<\/li>\n<li><em>Quality of feedback<\/em> a student receives is superior to that they could get from hand-written comments by a TA<\/li>\n<li>Electronic return of graded assignments to students permits <em>rapid feedback<\/em> used by students to gauge learning gains and progress towards mastery<\/li>\n<li>Integration with CCLE allows <em>secure sign-in<\/em> with UCLA BOL account<\/li>\n<\/ul>\n<hr>\n<p><strong>There\u2019s an app for that!<\/strong><\/p>\n<p>Here is an app you can share with your students to scan their homework into a pdf: <a href=\"https:\/\/acrobat.adobe.com\/us\/en\/mobile\/scanner-app.html\" target=\"_blank\" rel=\"noopener\">https:\/\/acrobat.adobe.com\/us\/en\/mobile\/scanner-app.html<\/a><\/p>\n<hr>\n<p><strong>How to add Gradescope to your CCLE course site<\/strong><\/p>\n<p>Since UCLA now has a licensing agreement with Gradescope, instructors may incorporate this grading tool into their CCLE course sites as follows:<\/p>\n<ol>\n<li>Sign in to CCLE, and turn editing on.<\/li>\n<li>Navigate to the section of your CCLE site where you want the link for Gradescope to appear, and click <strong>Add an activity or resource<\/strong>. Select <strong>External tool<\/strong>, and click the <strong>Add<\/strong> button.<\/li>\n<li>In the box for <strong>Activity name<\/strong>, enter a name, such as \u201cGradescope\u201d.<br \/>From the drop-down menu for <strong>Preconfigured tool<\/strong>, select <strong>Gradescope<\/strong>.<br \/>Scroll down and click the button <strong>Save and return to course<\/strong>.<\/li>\n<li>Click the link that has been created. This will open Gradescope in a new browser tab, and Gradescope will ask if you want to link this course with a new or existing course in Gradescope. Assuming you have not already created a Gradescope course for this class, select <strong>A new Gradescope course<\/strong>, and click <strong>Link course<\/strong>.<\/li>\n<li>After editing settings in Gradescope as desired, select <strong>Roster<\/strong> from the left panel. Click the <strong>Sync Moodle Roster<\/strong> button, and then <strong>Sync Roster<\/strong>. Go through the resulting roster in Gradescope and make sure your TA(s) have been assigned the \u201cTA role\u201d, rather than being listed as \u201cStudent\u201d. (This is a known bug in the CCLE-Gradescope link.)<\/li>\n<\/ol>\n<hr>\n<p><strong>Tips for Using Gradescope at UCLA<\/strong><\/p>\n<p>For additional tips using Gradescope, please click <a href=\"https:\/\/docs.google.com\/document\/d\/1YUfMrYB1Fl5I6hTE066zBtOCugxLe7S6YvvJPjXJ1vc\/edit?usp=sharing\">here<\/a> to see our <strong>FAQ document<\/strong> created by our CEILS Instructional Consultants, Will Conley (Math) and Josh Samani (Physics). &nbsp;Both are available to answer questions and provide best practice advice about Gradescope. &nbsp;Please email <a href=\"mailto:media@wp-misc.lifesci.ucla.edu\/ceils-dev\">media@wp-misc.lifesci.ucla.edu\/ceils-dev<\/a> if you need assistance, and we\u2019ll get the message to Will and Josh.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_201773304 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: #2774ae;\n}\n<\/style>\n\t<\/section>\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n\t<div id=\"col-851376282\" class=\"col medium-6 small-12 large-6\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n<h3>&#8220;Two-stage&#8221; exams to make an exam a learning experience\u00a0<\/h3>\n\n\t<section class=\"section dark\" id=\"section_1302993423\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-1640347942\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1640347942-label\" class=\"accordion-title plain\" href=\"#accordion-item-what-is-a-two-stage-exam?\" aria-expanded=\"false\" aria-controls=\"accordion-1640347942-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>What is a two-stage exam?<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1640347942-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1640347942-label\" >\n\t\t\t\n\n<p>Students first take an individual exam, which is often worth the majority of their exam grade; afterward, they work on a second stage of the exam (either select questions from the original exam) or related and deeper questions.<\/p>\n<p>For a complete description, see this 3-page summary provided by the American Association of Physics Teachers: <a href=\"https:\/\/www.physport.org\/recommendations\/files\/Group%20Exams.pdf\" target=\"_blank\" rel=\"noopener\">https:\/\/www.physport.org\/recommendations\/files\/Group%20Exams.pdf<\/a><\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-117387547\" class=\"accordion-item\">\n\t\t<a id=\"accordion-117387547-label\" class=\"accordion-title plain\" href=\"#accordion-item-do-a-two-stage-exam-increase-learning?\" aria-expanded=\"false\" aria-controls=\"accordion-117387547-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Do a two-stage exam increase learning?<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-117387547-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-117387547-label\" >\n\t\t\t\n\n<p>This site provides some of the evidence supporting the benefits of two-stage exams (excerpt below): https:\/\/learning.northeastern.edu\/two-stage-exams\/<\/p>\n<p>\u201cTwo-stage exams and other collaborative testing models have been tested for immediate learning (individual responses to the same questions three days after the exam; <a href=\"https:\/\/www.sei.ubc.ca\/bitstream\/seima\/2072\/1\/Gilley-Clarkston_2-Stage_Exam_Learning_JCST2014.pdf\" target=\"_blank\" rel=\"noopener\">Gilley &amp; Clarkston, 2014<\/a>), retention at one month (individual scores on repeat questions on the subsequent exam; Cortright et al., 2003; <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00220973.2015.1134420\" target=\"_blank\" rel=\"noopener\">Vogler &amp; Robinson, 2016<\/a>), and retention two months later (individual scores on repeat questions on the final exam; <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00220973.2015.1134420\" target=\"_blank\" rel=\"noopener\">Vogler &amp; Robinson, 2016<\/a>; Knerim et al., 2015; Zipp, 2007), with most studies showing positive outcomes at all stages.\u201d<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1302993423 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: #2774ae;\n}\n<\/style>\n\t<\/section>\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >Assessments Repositories<\/span><b><\/b><\/h3><\/div>\n\n<p>Repository of reliable and validated assessment instruments and references for existing evaluation tools used to measure changes in student learning or student attitudes.<\/p>\n<p><a href=\"https:\/\/www.purdue.edu\/research\/docs\/pdf\/2010NSFuser-friendlyhandbookforprojectevaluation.pdf\">The 2010 User-Friendly Handbook for Project Evaluation published by NSF<\/a><\/p>\n<p><a href=\"http:\/\/oerl.sri.com\/\">Online Evaluation Resource Library \u2013 (OERL)<\/a><\/p>\n<div class=\"accordion\">\n\n\t<div id=\"accordion-1185327364\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1185327364-label\" class=\"accordion-title plain\" href=\"#accordion-item-student-learning\" aria-expanded=\"false\" aria-controls=\"accordion-1185327364-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Student Learning<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1185327364-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1185327364-label\" >\n\t\t\t\n\n<p><strong>Concept Inventories (<a href=\"http:\/\/www.foundationcoalition.org\/home\/keycomponents\/concept\/index.html\">FC<\/a>, <a href=\"http:\/\/bioliteracy.colorado.edu\/\">Bioliteracy Project<\/a>, Bibliography, <a href=\"http:\/\/q4b.biology.ubc.ca\/concept-inventories\/\">Q4B<\/a>)<\/strong><br \/>Please inquire with CEILS Director about specific instruments available to UCLA faculty.<\/p>\n<p><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/4H.2a-Concept-Inventories.pdf\">List of Concept Inventories<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/4H.2b-Q4B-Concept-Inventories-_-Questions-For-Biology.pdf\">Other Biology Concept Inventories<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/www.physport.org\/assessments\/\">Validated assessment tools for Physics, Astronomy, and Mathematics<\/a><\/strong><br \/>This is a collection of resources that gather together information about published diagnostic tests or instruments that probe conceptual understanding, in various topic areas relating to (but not restricted to) the physical sciences.<\/p>\n<p><strong><a href=\"http:\/\/www.flaguide.org\/\">Field-tested Learning Assessment Guide \u2013 (<\/a><a href=\"http:\/\/www.flaguide.org\/\" target=\"new\" rel=\"noopener\">FLAG<\/a>)<\/strong><br \/>The FLAG offers broadly applicable, self-contained modular&nbsp;classroom assessment techniques&nbsp;(CATs) and discipline-specific&nbsp;tools&nbsp;for STEM instructors interested in new approaches to evaluating student learning, attitudes and performance.<\/p>\n<p><strong><a href=\"http:\/\/www.salgsite.org\/\">Student Assessment of their Learning Gains \u2013 (<\/a><a href=\"http:\/\/www.salgsite.org\/\" target=\"_blank\" rel=\"noopener\">SALG<\/a>)<\/strong><br \/>SALG is a developed and tested modular curricula and pedagogy for undergraduate chemistry courses.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2884344613\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2884344613-label\" class=\"accordion-title plain\" href=\"#accordion-item-process-of-science\" aria-expanded=\"false\" aria-controls=\"accordion-2884344613-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Process of Science<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2884344613-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2884344613-label\" >\n\t\t\t\n\n<p><strong><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/25185236\">Development of Biological Experimental Design Concept Inventory \u2013 (BEDCI<\/a>)<\/strong><br \/>This CI can be used to diagnose specific examples of non-expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes.<\/p>\n<p><strong><a href=\"http:\/\/eric.ed.gov\/?id=EJ943887\">The Experimental Design Ability Test \u2013 (EDAT)<\/a><\/strong><a href=\"http:\/\/eric.ed.gov\/?id=EJ943887\"><br \/><\/a>The EDAT measures the level of students\u2019 understanding towards what constitutes a good experimental design.<\/p>\n<p><strong><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/26466990\">The Laboratory Course Assessment Survey (LCAS)<\/a><\/strong><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/26466990\"><br \/><\/a>The LCAS was developed for Course-Based undergraduate research experiences (CUREs) to measure students\u2019 perceptions of three design feautures of Biology lab courses.<\/p>\n<p><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC4041504\/\"><strong>Development and Validation of a Rubric for Diagnosing Students\u2019 Experimental Design Knowledge and Difficulties \u2013 (REDI)<\/strong><br \/><\/a>The development of this rubric assesses aquired knowledge about the processes of science and helps diagnose the key difficulties of student understandings.<\/p>\n<p><a href=\"http:\/\/q4b.biology.ubc.ca\/concept-inventories\/\"><strong>Results Analysis Concept Inventory<\/strong><\/a><br \/>The concept inventory was created to assess students\u2019 comprehension about data analysis. These skills are necessary to make informed decision and reliable conclusions, going beyond applications in science towards the use of these skills in every day life.<\/p>\n<p><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC3516792\/\"><strong>Developing a Test of Scientific Literacy Skills (TOSLS)<\/strong><br \/><\/a>TOSLS is designed to assess the scientific literacy skills that are necessary in a STEM field.<\/p>\n<p><a href=\"http:\/\/uwberg.com\/publications\/sparst-assessing-the-science-process-and-reasoning-skills-of-undergraduate-science-majors-abstract\/\"><strong>SPARST, multiple choice<\/strong><br \/><\/a>While it is still in development, this online, multiple choice test is designed to assess reasoning skills, data analysis, and science communication.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2676733780\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2676733780-label\" class=\"accordion-title plain\" href=\"#accordion-item-critical-thinking\" aria-expanded=\"false\" aria-controls=\"accordion-2676733780-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Critical Thinking<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2676733780-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2676733780-label\" >\n\t\t\t\n\n<p><strong><a href=\"https:\/\/www.physport.org\/assessments\/assessment.cfm?I=61&amp;A=CTSR\" target=\"_blank\" rel=\"noopener\">Lawson Classroom Test of Scientific Reasoning (CTSR)<\/a><\/strong><a href=\"https:\/\/www.tntech.edu\/cat\"><br \/><\/a>The Lawson CTSR is designed to measure concrete and formal operational reasoning, focusing on proportional thinking, probabilistic thinking, correlational thinking, and hypothetico-deductive reasoning. It is intended for students ranging from middle school to introductory college.<\/p>\n<p><strong><a href=\"https:\/\/www.tntech.edu\/cat\" target=\"_blank\" rel=\"noopener\">Critical Thinking Assessment Test \u2013 (CAT<\/a><\/strong><a href=\"https:\/\/www.tntech.edu\/cat\"><strong>)<\/strong><\/a><a href=\"https:\/\/www.tntech.edu\/cat\"><br \/><\/a>The CAT Instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills.<a href=\"https:\/\/www.tntech.edu\/cat\"><br \/><\/a><\/p>\n<p><strong><a href=\"https:\/\/www.insightassessment.com\/Products\/Products-Summary\/Critical-Thinking-Skills-Tests\/California-Critical-Thinking-Skills-Test-CCTST\" target=\"_blank\" rel=\"noopener\">California Critical Thinking Skills Test \u2013 (CCTST)<\/a><\/strong><a href=\"https:\/\/www.tntech.edu\/cat\"><br \/><\/a>This test has been used by various studies to assess gains in critical thinking. <a href=\"https:\/\/scholar.google.com\/scholar?start=10&amp;q=%22california+critical+thinking+skills+test%22&amp;hl=en&amp;as_sdt=0,5\" target=\"_blank\" rel=\"noopener\">Here<\/a> is the google scholar list of publications related to the creation and use of the test.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-3547276640\" class=\"accordion-item\">\n\t\t<a id=\"accordion-3547276640-label\" class=\"accordion-title plain\" href=\"#accordion-item-personal-gains-in-context-of-science\" aria-expanded=\"false\" aria-controls=\"accordion-3547276640-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Personal Gains in Context of Science<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-3547276640-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-3547276640-label\" >\n\t\t\t\n\n<p><strong><a href=\"http:\/\/www.sciencemag.org\/content\/323\/5910\/122.full\">In-Class Concept Questions (CLASS)<br \/><\/a><\/strong>This report examiles the role of conceptual questions that students answer using personal response systems or \u201cclickers\u201d to promote student leaning<\/p>\n<p><strong><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/24591501\">Course-based Undergraduate Research Experiences (CURE)<br \/><\/a><\/strong>Initiated in 2013, CUREnet aims to address topics, problems, and opportunities inherent to to integrating research experiences into undergraduate courses.<\/p>\n<p><strong><a href=\"https:\/\/coe.uga.edu\/assets\/downloads\/mse\/smqii-glynn.pdf\">Science Motivation Questionnaire<\/a><a href=\"http:\/\/coe.uga.edu\/outreach\/programs\/science-motivation\"><br \/><\/a><\/strong>Designed to give education researchers and science instructors insight into what factors impact how students determination to complete their science degree.<\/p>\n<p><strong><a href=\"http:\/\/www.lifescied.org\/content\/3\/4\/270.short\">Survey of Undergraduate Research Experiences (SURE)<br \/><\/a><\/strong>SURE exmamines the hypothesis that undergraduate research enhances the education experience of science undergraduates and retains talented students to careers in science.<\/p>\n<p><a href=\"http:\/\/adsabs.harvard.edu\/abs\/2009AGUFMED13A0576L\"><strong>Undergraduate Research Student Self-Assessment<\/strong><\/a><a href=\"http:\/\/adsabs.harvard.edu\/abs\/2009AGUFMED13A0576L\"><br \/><\/a>The URSSA focuses on assessing student learning from undergraduate research, rather than whether they like it. The assessment looks at research outcomes such as evidence-based thinking, skills such as lab work and communication,&nbsp;conceptual knowledge, linkages among ideas in their field and with other fields, and preparation and clarity towards a career or educational path after graduating.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1939568070\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1939568070-label\" class=\"accordion-title plain\" href=\"#accordion-item-community-and-collaboration\" aria-expanded=\"false\" aria-controls=\"accordion-1939568070-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Community and Collaboration<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1939568070-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1939568070-label\" >\n\t\t\t\n\n<p><strong><a href=\"http:\/\/www.jstor.org\/stable\/2579670?seq=1#page_scan_tab_contents\">Perceived Cohesion (Bollen and Hoyle)<br \/><\/a><\/strong>This&nbsp;theoretical definition of perceived cohesion says individuals\u2019 perceptions of their own cohesion to a group has two dimensions: sense of belonging and feelings of morale.&nbsp;The study proposes that group members\u2019 perceptions of cohesion&nbsp;are important for the behavior of the individual as well as the group as a whole.<\/p>\n<p><strong><a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/%28SICI%291520-6629%28199911%2927:6%3C643::AID-JCOP2%3E3.0.CO;2-B\/abstract\">Sense of Community Index (Chipuer)<br \/><\/a><\/strong>This paper outlines the psychological sense of community (PSC)&nbsp;&nbsp;in the neighborhood for adults and adolescents, and workplace PSC for adults, using true\/false and three-point response formats.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2198320079\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2198320079-label\" class=\"accordion-title plain\" href=\"#accordion-item-nature-of-science\" aria-expanded=\"false\" aria-controls=\"accordion-2198320079-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Nature of Science<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2198320079-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2198320079-label\" >\n\t\t\t\n\n<p><strong><a href=\"http:\/\/eric.ed.gov\/?id=ED472901\">Views of Nature of Science Questionnaire (VNOS)<\/a><\/strong><br \/>The VNOS couples survey responses with individualized interviews to understand student perceptions about research and science education.<\/p>\n<p><strong><a href=\"http:\/\/eric.ed.gov\/?id=ED394840\">Views about Science Survey<\/a><\/strong><br \/>This survey aims to understand the preconceptions students have towards science concepts before they learn them in the classroom through understanding the epistemology of science and its social context.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-393336579\" class=\"accordion-item\">\n\t\t<a id=\"accordion-393336579-label\" class=\"accordion-title plain\" href=\"#accordion-item-ownership\" aria-expanded=\"false\" aria-controls=\"accordion-393336579-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Ownership<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-393336579-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-393336579-label\" >\n\t\t\t\n\n<p><strong><a href=\"http:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC3940455\/\">The Project Ownership Survey: Measuring Differences in Scientific Inquiry Experiences (POS) (Hauner et al.)<\/a><\/strong><br \/>Project ownership is one of the psycho-social factors involved in student retention in the sciences. This instrument is designed to measure project ownership.<\/p>\n<p><strong><a href=\"https:\/\/sty.presswarehouse.com\/Books\/BookDetail.aspx?productID=209255\">Self-authorship (Creanerm Baxter-Magolda)<\/a><\/strong><br \/>This instrument measures factors that influence individuals\u2019 construction of knowledge, identities, and relationships.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-3013873342\" class=\"accordion-item\">\n\t\t<a id=\"accordion-3013873342-label\" class=\"accordion-title plain\" href=\"#accordion-item-identity\/science-values\/self-efficacy\" aria-expanded=\"false\" aria-controls=\"accordion-3013873342-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Identity\/Science Values\/Self-Efficacy<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-3013873342-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-3013873342-label\" >\n\t\t\t\n\n<p><a href=\"https:\/\/angeladuckworth.com\/grit-scale\/\"><strong>Grit Scale (Duckworth)<\/strong><\/a><br \/>The Grit Scale measures trait-level perseverance and passion for long-term goals. Among adolescents, the Grit\u2013S longitudinally predicted GPA and, inversely, hours watching television.<\/p>\n<p><strong><a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1540-4560.2011.01710.x\/abstract\">The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students (Chemers)<\/a><\/strong><br \/>This instrument examines the role of efficacy and identity and its role in student pursuit of career in science.<\/p>\n<p><strong><a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/j.2161-1882.2006.tb00102.x\/abstract\">Using the Multiple Lenses of Identity: Working with Ethnic and Sexual Minority College Students (Estrada)<\/a><\/strong><br \/>This instrument investigates contexts that influence ethnic and sexual minority self-concept.<\/p>\n<p>There are many attitudinal surveys that can be used to assess students shifts in attitude about how to approach a given discipline. One example is the <strong><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/0020739X.2015.1133854\" target=\"_blank\" rel=\"noopener\">Mathematics Attitudes and Perceptions Survey<\/a>.<\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":179,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-832","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Assessment Strategies &amp; Equitable Grading Practices - CEILS Dev<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/assessment-strategies-equitable-grading-practices\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Assessment Strategies &amp; 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